Assessing the engagement rates and satisfaction levels of various clinical health science student sub-groups using supplementary eLearning resources in an introductory anatomy and physiology unit

Abstract

Purpose

Introductory anatomy and physiology provide a core knowledge base to students within clinical health science courses. Increased student numbers, as well as reduced access to laboratory-based cadaveric resources, have created a need for enhanced learning approaches to support learning. The streamlining of courses has also resulted in the need to effectively engage course sub-groups within large units. The purpose of this paper is to utilize the eLearning activities to investigate engagement and satisfaction levels within students undertaking an anatomy and physiology unit.

Design/methodology/approach

A total of 19 formative quizzes were made available to students. Online practical anatomy laboratories covered anatomical content, and physiology quizzes covered physiological content. Student engagement was compared using frequency analysis across students studying varying courses. Satisfaction was determined by analyzing student’s feedback using frequency analysis.

Findings

Students accessed the learning activities 29,898 times over semester, with the peak access (37 percent) prior to the closed book exams. The resources were utilized primarily as an exam preparation tool rather than consistently throughout semester. Out of the various courses, the Paramedicine, Physiotherapy and Podiatry students were the most engaged, with the highest percent of “engaged/highly engaged” students. Students from various courses shared very similar views of the perceived benefit of the eLearning activities.

Practical implications

These results indicated a difference in engagement levels between the students of various course sub-groups, and therefore suggests that the development of course-specific eLearning activities is necessary in large, streamlined units to achieve a more focused approach to support students’ learning, engagement and success, so that positive and beneficial learning experiences are ensured for all students.

Originality/value

These results suggest that in the future, development of eLearning activities is necessary to achieve a more focused approach to support students’ learning, engagement and success, so that positive and beneficial learning experiences are ensured for all.

Citation

Browne, C.J. (2019), "Assessing the engagement rates and satisfaction levels of various clinical health science student sub-groups using supplementary eLearning resources in an introductory anatomy and physiology unit", Health Education, Vol. 119 No. 1, pp. 2-17. https://doi.org/10.1108/HE-04-2018-0020